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Teacher: CORE Language Arts Grade 6 Year: 2014-15 Course: Language Arts Grade 6 Month: All Months

Spelling Units

Standards Essential Questions AssessmentsSkills Content Lessons ResourcesL.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.2b-Spell correctly.L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

What is the importance of spelling words correctly?

What are the short vowel sounds?

What are the long vowel sounds?

Spelling Tests 10/1/2014




short vowel sounds

long vowel soundsvowel + /r/ soundsoo, ou, o, oi vowel sounds

Lesson 1 Spelling short vowels Lesson 2 Spelling long vowel sounds Lesson 3 Vowel sounds /ou/, /oo/, /o/, /oi/ Lesson 4 Vowel + /r/ sounds

Spelling Lesson Format Spelling word list

Activity sheets

Spelling notebook

Narrative Writing

Standards Essential Questions AssessmentsSkills Content Lessons ResourcesL.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.3a-Vary sentence patterns for meaning, reader/ listener interest, and style.*RL.6.5-Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

What does a complete sentence look like?

What are the four types of sentences and their punctuation?

What are the different parts of a sentence?

What is a fragment sentence?

How can you edit a fragment?

What is a run-on sentence?

How can you use conjunctions to edit a run-on sentence?

What are the 7 writing traits for good quality writing?

Sentence Quiz 10/1/2014

Independent Practice Worksheets 9/28/2014

Lesson 1 identify and write complete sentences

Lesson 2 identify and write four kinds of sentences capitalize the first words of a sentence use correct end punctuation for the four kinds of sentences Lesson 3 identify the complete subject and complete predicate in sentences

Lesson 4 identify the simple subject in sentences

Lesson 1 A sentence is a group of words that expresses a complete thought. When you write, you use sentences in many ways - to tell what you are thinking or feeling, to explain your ideas, and to ask questions.

Lesson 2 A declarative sentence makes a statement. An interrogative sentence asks a question. An imperative sentence gives a command or makes a request. An exclamatory sentence expresses strong feelings.

Lesson 3 The complete subject is all the words in the subject part of a sentence. The subject part names someone or

Lesson 1 - Writing Sentences

Lesson 2 - Four Types of Sentences

Lesson 3 - Complete Subjects and Predicates

Lesson 4 - Simple Subjects

Lesson 5 - Simple Predicates

Lesson 6- Sentence Fragments

Lesson 7- Run-on

TextbookNotebookWorksheetsPower pointThesaurusDictionaries

Lesson 5 identify the simple predicate in sentences

Lesson 6identify sentence fragments in writing and edit them correctly

Lesson 7identify run-on sentences in writing and edit them correctly

Lesson 7Research a writing trait and present it to the class

something. The complete predicate is all the words in the predicate part of a sentence. The predicate part tells what the subject is or does.

Lesson 4 The simple subject is the main word in the complete subject. In your writing choose your subjects carefully to make your meaning clear.

Lesson 5 The simple predicate, or verb, is the main word or words in the complete predicate. In good writing the simple predicate expresses action clearly,

Lesson 6A sentence fragment is a group of words that does not state a complete thought. An editor must add the missing part in order to make it a complete sentence.

Lesson 7A run-on sentence are two simple sentences that are not joined properly by a conjunction or a semicolon.

Sentences

Writing Traits Jigsaw Research & Presentation

L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.1b-Use intensive pronouns (e.g., myself, ourselves).L.6.1c-Recognize and correct inappropriate shifts in pronoun number and person.*L.6.2b-Spell correctly.L.6.3a-Vary sentence patterns for meaning, reader/ listener interest, and style.*L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.RI.6.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.6.3-Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text

What is a writer?How do writers organize their thoughts and ideas?

What can a writer do to make their piece more interesting?What editing skills can a writer use?Why should a writer revise and edit?How does a writer decide what information is meaningful and should be included in the piece?

Eyewitness Account 9/10/2014

Historical Episode 10/5/2014

Biography 10/31/2014

Short Story 11/9/2014

write a cohesive paragraph

use appropriate editing marks to revise work

use technology to create a published pieceedit fragment and run-on sentences using coordinating conjunctionsuse quotation marks and commasrecognize and correct shifts in pronoun number and personusing appropriate verb tense of action verbs

topic sentence

supporting detail

concluding sentence

paragraphs

organization

proofreading

editing and revision

word processing

time order transition words

sentence fragments and run-onsquotations and commaspersonal, possessive, and indefinite pronounsaction and linking verbsverb tense

Analyzing Traits of a Narrative Piece

Analyzing the Narrative Writing Rubric

Prewriting with a 5-W Chart, Story Map, or Storyboard

Sentence Fragments and Run-ons

Coordinating Conjunctions

Quotations

Commas

Point of View

Overused

Graphic Organizers

Writing Materials (writing paper, pencil/pen)

PowerPoint presentations/ActivInspire Flipcharts

(e.g., through examples or anecdotes).RL.6.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.6.3-Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.SL.6.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.SL.6.5-Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.SL.6.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.6.1b-Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL.6.1c-Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.1d-Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.W.6.3-Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.W.6.5-With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)W.6.6-Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.W.6.8-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.3a-Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.W.6.3b-Use narrative techniques, such as dialogue,

Words

Active vs. Passive Voice

Personal, Possessive, Indefinite Pronouns

Verb Tense

pacing, and description, to develop experiences, events, and/or characters.W.6.3c-Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.W.6.3d-Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.W.6.3e-Provide a conclusion that follows from the narrated experiences or events.

Spelling Units

Standards Essential Questions AssessmentsSkills Content Lessons ResourcesL.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.2b-Spell correctly.

What is the importance of spelling correctly?

How are homophones used in the English language?

What the "ie" rule?

Spelling Test 10/31/2014




spelling and defining homophones

Spelling words with ie or ei combination

spelling words with final r,n, or l endings

Lesson 5 Homophones Lesson 7 Words with ie or ei Lesson 8 Final er/ar/or sounds Lesson 9 Final en, el, and er


Spelling notebook

Activity sheets

Narrative Writing

Standards Essential Questions AssessmentsSkills Content Lessons ResourcesL.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.3a-Vary sentence patterns for meaning, reader/ listener interest, and style.*RL.6.5-Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

What are the five stages of the writing process?

What is a writer?

What does a complete sentence look like?

What are the four types of sentences and their punctuation?

What are the different parts of a sentence?

What is a fragment sentence?

How can you edit a fragment?

What is a run-on sentence?

How can you use conjunctions to edit a run-on sentence?

Unit 1 - Test 10/1/2014

Independent Practice Worksheets 10/1/2014

Lesson 1 identify and write complete sentences

Lesson 2 identify and write four kinds of sentences capitalize the first words of a sentence use correct end punctuation for the four kinds of sentences Lesson 3 identify the complete subject and complete predicate in sentences

Lesson 4 identify the simple subject in sentences

Lesson 1 A sentence is a group of words that expresses a complete thought. When you write, you use sentences in many ways - to tell what you are thinking or feeling, to explain your ideas, and to ask questions.

Lesson 2 A declarative sentence makes a statement. An interrogative sentence asks a question. An imperative sentence gives a command or makes a request. An exclamatory sentence expresses strong feelings.

Lesson 3 The complete subject is all the words in the subject part of a sentence. The subject part names someone or something. The complete











TextbookNotebookWorksheetsPower pointPostersWebquestCentersStudy guidesTests Thesaurus Dictionaries

What are the 7 writing traits for good quality writing? Lesson 5

identify the simple predicate in sentences

Lesson 6identify sentence fragments in writing and edit them correctly

Lesson 7identify run-on sentences in writing and edit them correctly

Lesson 7Research a writing trait and present it to the class

predicate is all the words in the predicate part of a sentence. The predicate part tells what the subject is or does.

Lesson 4 The simple subject is the main word in the complete subject. In your writing choose your subjects carefully to make your meaning clear.

Lesson 5 The simple predicate, or verb, is the main word or words in the complete predicate. In good writing the simple predicate expresses action clearly,

Lesson 6A sentence fragment is a group of words that does not state a complete thought. An editor must add the missing part in order to make it a complete sentence.

Lesson 7A run-on sentence are two simple sentences that are not joined properly by a conjunction or a semicolon.




Lesson 6 - Locating Subjects in Sentences

Lesson 6 - Locating Subjects in Sentences

Lesson 7 - Vocabulary - Using the Thesaurus

Lesson 7 - Vocabulary - Using the Thesaurus

Lesson 6- Sentence Fragments

Lesson 7- Run-on Sentences

Writing Traits Jigsaw Research & Presentation

L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.1b-Use intensive pronouns (e.g., myself, ourselves).L.6.1c-Recognize and correct inappropriate shifts in pronoun number and person.*L.6.2b-Spell correctly.L.6.3a-Vary sentence patterns for meaning, reader/ listener interest, and style.*

What is a writer?

How do writers organize their thoughts and ideas?

What can a writer do to make their piece more interesting?

What editing skills can a writer use?

Why should a writer revise and edit?

How does a writer decide what information is meaningful and should be included in the piece?

Eyewitness Account 10/1/2014

Historical Episode 10/1/2014

Biography 10/1/2014

Short Story 10/1/2014

write a cohesive paragraph

use adjectives to add detail

use appropriate editing marks to revise work

use technology to create a published piece

edit fragment and run-on sentencesuse quotation marks and commasrecognize and correct shifts in

topic sentence

supporting detail

concluding sentence

paragraphs

organization

proofreading

editing and revision

word processing

time order transition words

sentence fragments and run-onsquotations and commaspersonal, possessive, and indefinite pronounsaction and linking verbs

PROJECT - A Childhood Memory (narrative writing)

Analyzing Traits of an Eyewitness Account

Analyzing the Narrative Writing Rubric

Prewriting with a 5-W Chart

Sentence Fragments and Run-ons

Coordinating Conjunctions

Quotations

Graphic Organizers

Writing Materials (writing paper, pencil/pen)


L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.RI.6.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.6.3-Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).RL.6.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.6.3-Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.SL.6.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.SL.6.5-Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.SL.6.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.6.1b-Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL.6.1c-Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.1d-Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.W.6.3-Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.W.6.5-With some guidance and support from peers and adults, develop and

pronoun number and person

verb tense Commas

Point of View

Overused Words

Active vs. Passive Voice

Indefinite Pronouns

Verb Tense

strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)W.6.6-Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.W.6.8-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.3a-Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.W.6.3b-Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.W.6.3c-Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.W.6.3d-Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.W.6.3e-Provide a conclusion that follows from the narrated experiences or events.

Spelling Units

Standards Essential QuestionsAssessmentsSkills Content Lessons Resources

L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.2b-Spell correctly.L.6.4a-Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.4b-Use common, grade-appropriate Greek or Latin affixes and roots as

What is the importance of spelling words correctly?

What is the




spell words with -ed and -ing endings

Spell words with -ion, -ation, and various other

Lesson 10 Words with -ed or -ing Lesson 11 Endings and suffixes


Spelling notebook

Activity Sheet

clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

rule for adding -ed or -ing to the end of a word?

What does adding suffixes to a word do to the meaning of that word?

suffixes Lesson 13 Suffix: -ion or -ation

Argument Writing


L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.L.6.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.1d-Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2a-Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*L.6.2b-Spell correctly.L.6.3b-Maintain consistency in style and tone.*L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.L.6.5c-Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).RI.6.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.6.6-Determine an author's point of view or purpose in a text and explain how it is conveyed in the textRI.6.8-Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.RL.6.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.6.5-Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.RL.6.6-Explain how an author develops the point of view of the narrator or speaker in a text.RL.6.7-Compare and contrast the experience of reading a story, drama, or

What is a Response to Literature?

What is an Argument Essay?

What is a Business Letter?

What is a Speech?

Response to Literature 11/9/2014

Argument Essay 11/23/2014

Business Letter 12/7/2014

Speech 12/21/2014

write a clear thesis statement and include relevant supporting evidence

Link ideas with transitions

avoid loaded words and use a formal style throughout paper

Punctuate dependent clauses correctly

write well organized paragraphs

use second-person point of view

recognize inappropriate shifts in pronoun number and person

Replace vague nouns and verbs

Use homophones correctly

use credible sources

thesis statement with supporting details

transition words/phrases

formal language (avoidance of negative language)

second-person point of view

pronouns and antecedents

homophones

credible sources

Analyzing a Model Argument Writing Piece

Analyzing an Argument Writing Rubric

Prewriting with Venn Diagram, T-Chart, Network Tree, or Order of Importance Organizer

Clauses

Coordinating and Subcoordinating Conjunctions

Compound & Complex Sentences

Pronouns & Antecedents

Semicolons & Colons

Subject-Verb Agreement

writing materials (pen, pencil, paper, brainstorming graphic organizer, editing marks sheet)


poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.RL.6.9-Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.SL.6.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.SL.6.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.6.1b-Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL.6.1c-Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.1d-Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.W.6.1-Write arguments to support claims with clear reasons and relevant evidence.W.6.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.6.5-With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)W.6.6-Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.W.6.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.1a-Introduce claim(s) and organize the reasons and evidence clearly.W.6.1b-Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.W.6.1c-Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.W.6.1d-Establish and maintain a formal style.W.6.1e-Provide a concluding statement or section that follows from the argument presented.

Spelling Units

Standards Essential Questions Assessments Skills Content LessonsResourcesL.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.L.6.1e-Recognize variations from standard English in their own and

What is the importance of spelling?

How do Prefixes and suffixes change the meaning of a word?




spell words with -ion or -ation suffix

spell words with prefix in-

spell words with prefix com-

Lesson 14 Suffix: -ion or -ation Lesson 15 Prefix: in-

Spelling Lesson Format

Spelling word list

Spelling Notebooks

Activity

others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2b-Spell correctly.L.6.4a-Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.4b-Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Lesson 16 Prefix: com-

sheets

Argument Writing

Standards Essential Questions Assessments Skills Content Lessons ResourcesL.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.L.6.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.1d-Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2a-Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*L.6.2b-Spell correctly.L.6.3b-Maintain consistency in style and tone.*L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.L.6.5c-Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).RI.6.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.6.6-Determine an author's point of view or purpose in a text and explain how it is conveyed in the textRI.6.8-Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.RL.6.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.6.5-Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

What is a Response to Literature?

What is an Argument Essay?

What is a Business Letter?

What is a Speech?

Response to Literature 12/30/2014

Argument Essay 12/30/2014

Business Letter 12/30/2014

Speech 12/30/2014

write a clear thesis statement and include relevant supporting evidence

Link ideas with transitions

avoid loaded words and use a formal style throughout paper

Punctuate dependent clauses correctly

write well organized paragraphs

use second-person point of view

recognize inappropriate shifts in pronoun number and person

Replace vague nouns and verbs

Use homophones correctly

use credible sources

thesis statement with supporting details

transition words/phrases

formal language (avoidance of negative language)

second-person point of view

pronouns and antecedents

homophones

credible sources

Analyzing a Model Argument Writing Piece

Analyzing an Argument Writing Rubric

Prewriting with Venn Diagram, T-Chart, Network Tree, or Order of Importance Organizer

Clauses

Coordinating and Subcoordinating Conjunctions

Compound & Complex Sentences

Pronouns & Antecedents

Semicolons & Colons

Subject-Verb Agreement

writing materials (pen, pencil, paper, brainstorming graphic organizer, editing marks sheet)


RL.6.6-Explain how an author develops the point of view of the narrator or speaker in a text.RL.6.7-Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.RL.6.9-Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.SL.6.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.SL.6.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.6.1b-Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL.6.1c-Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.1d-Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.W.6.1-Write arguments to support claims with clear reasons and relevant evidence.W.6.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.6.5-With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)W.6.6-Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.W.6.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.1a-Introduce claim(s) and organize the reasons and evidence clearly.W.6.1b-Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.W.6.1c-Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.W.6.1d-Establish and maintain a formal style.W.6.1e-Provide a concluding statement or section that follows from the argument presented.

Spelling Units

Standards Essential AssessmentsSkills Content LessonsResources

QuestionsL.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.L.6.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2b-Spell correctly.L.6.4b-Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.L.6.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).


How do Prefixes and suffixes change the meaning of a word?





spell words with endings ise, ize, ive, and age

spell words with suffixes -ent, -ant, -able, -ible, -ate

spell words with /sh/ sound

Lesson 17 Word endings: ise, ize, ive, age Lesson 19 Suffixes: -ent, -ant Lesson 20 Suffixes: -able, -ible, -ate Lesson 21 Spelling /sh/


Spelling word list

Spelling notebook

Activity sheets

Informative/Explanatory Writing


L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.SL.6.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.W.6.2-Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.6.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.6.5-With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)W.6.6-Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.W.6.7-Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

What is the purpose of research?

What are the steps for selecting a specific topic?

How are reliable sources chosen?

How are important facts selected from a source?

How is information from a source paraphrased onto notecards?

How are facts organized into an outline format?

How is the outline used to

Topic Proposal 1/27/2015

Note Cards 2/17/2015

Outline 2/28/2015

Rough Draft 3/9/2015

Final Paper 3/16/2015

Presentation of Research 3/21/2015

choose a topic

Gather resources

paraphrase information

outline information

rough draft with revision and editing

publishing a final copy

presentation of research findings

topic selection

reference materials

Note Cards

outline

rough draft to revise and edit

final draft of research paper


Choosing A TopicUsing Reference MaterialsCreating An OutlineCreating Note CardsCreating a Rough DraftRevision and EditingPublishing A Final PaperPresentation of Facts

reference books

computers

library

colored notecards

Noodle tools software

W.6.8-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.W.6.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.2a-Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.6.2b-Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.6.2e-Establish and maintain a formal style.W.6.2f-Provide a concluding statement or section that follows from the information or explanation presented.SL.6.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.6.1b-Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL.6.1c-Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.1d-Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

create a rough draft?

What editing marks should be used to give feedback on the rough draft?

How does one decide which facts to present based on their research findings?

Spelling Units


L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.L.6.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.2b-Spell correctly.L.6.4a-Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.4b-Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.


How are plural words formed?

How does a prefix change the meaning of a word?





spell the plural form of a word

spell words with prefixes dis-, ex-, inter-, per-, pre-, and pro-

Lesson 22 Plurals Lesson 23 Prefixes: dis-. ex-, inter- Lesson 25 Prefixes: per-, pre-, pro-


Spelling word list

Spelling Notebooks

Activity sheets

L.6.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).



L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.1a-Ensure that pronouns are in the proper case (subjective, objective, possessive).L.6.1b-Use intensive pronouns (e.g., myself, ourselves).L.6.1c-Recognize and correct inappropriate shifts in pronoun number and person.*L.6.1d-Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2a-Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*L.6.2b-Spell correctly.L.6.3a-Vary sentence patterns for meaning, reader/ listener interest, and style.*L.6.3b-Maintain consistency in style and tone.*W.6.2-Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.6.3-Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.W.6.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.6.5-With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)W.6.6-Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.W.6.7-Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.W.6.8-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.W.6.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

What is a Summary?

What is a Cause-Effect Report?

What is an Explanatory Essay?

Summary 1/31/2015

Cause-and-Effect Report 1/31/2015

Explanatory Essay 1/31/2015

Write attention-grabbing introduction

Use third-person point of view

Write with appropriate subject-verb agreement

Introduce the topic and present causes and effects in a logical order

use specific words

rewrite long, confusing sentences

Use subject and object pronouns correctly

Use domain-specific vocabulary

Use strong facts and details

introduction paragraph

fact vs. opinion

third-person point of view

subject-verb agreement

subject and object pronouns

domain specific vocabulary

Analyzing an Informative Writing Model Piece

Analyzing Informative Writing Rubric

Pre-write using a Spider Map, Cause-Effect Chart, or Fact Web

Dangling Modifiers

Direct Objects

Subject and Object Pronouns

Irregular Verbs

Concrete Details

Prepositional Phrases

Interjections

Textbook

Practice Worksheets


W.6.2a-Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.6.2b-Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2c-Use appropriate transitions to clarify the relationships among ideas and concepts.W.6.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.6.2e-Establish and maintain a formal style. L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.SL.6.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.W.6.2-Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.6.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.6.5-With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)W.6.6-Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.W.6.7-Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.W.6.8-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.W.6.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.2a-Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.6.2b-Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.

What is the purpose of research?

What are the steps for selecting a specific topic?

How are reliable sources chosen?

How are important facts selected from a source?

How is information from a source paraphrased onto notecards?

How are facts organized into an outline format?

How is the outline used to create a rough draft?

What editing marks should be used to give feedback on the rough draft?

How does one decide which facts to present based on their research findings?

Topic Proposal 1/31/2015

Note Cards 1/31/2015

Outline 1/31/2015

Rough Draft 1/31/2015

Final Paper 1/31/2015

Presentation of Research 1/31/2015

choose a topic

Gather resources

paraphrase information

outline information

rough draft with revision and editing

publishing a final copy


topic selection

reference materials

Note Cards

outline

rough draft to revise and edit

final draft of research paper


Choosing A Topic

Using Reference Materials

Creating An Outline

Creating Note Cards

Creating a Rough Draft

Creating a Rough Draft

Revision and Editing

Revision and Editing

Publishing A Final Paper

Publishing A Final Paper

Presentation of Facts

Presentation of Facts

reference books

computers

library

colored notecards

Noodle tools software

W.6.2e-Establish and maintain a formal style.W.6.2f-Provide a concluding statement or section that follows from the information or explanation presented.SL.6.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.6.1b-Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL.6.1c-Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.1d-Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Spelling Units


L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.L.6.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.4a-Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.4b-Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.L.6.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).


How do prefixes and suffixes change the spelling and meaning of a word?

Lesson 26 3/2/2015

Lesson 27 3/9/2015

Lesson 28 3/23/2015

Lesson 29 3/30/2015

spell words with prefixes ad-, de-, and trans-

Spell words with suffixes -ic, -ure, -ous

spell words by analyzing its word parts

Lesson 26 Prefix: ad- Lesson 27 Suffixes: -ic, -ure, -ous Lesson 28 Word Parts Lesson 29 Prefixes: de-, trans-


Spelling word list

Spelling Notebooks

Activity sheets



L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.1a-Ensure that pronouns are in the proper case (subjective, objective, possessive).

What is a Summary?

What is a Cause-Effect Report?

What is an Explanatory Essay?

Summary 3/3/2015

Cause-and-Effect Report 3/3/2015

Explanatory Essay 3/3/2015

Write attention-grabbing introduction

Use third-person point of view

Write with appropriate subject-verb agreement

Introduce the

introduction paragraph

fact vs. opinion

third-person point of view

subject-verb agreement

subject and

Analyzing an Informative Writing Model Piece

Analyzing Informative Writing Rubric

Pre-write

Textbook

Practice Worksheets


L.6.1b-Use intensive pronouns (e.g., myself, ourselves).L.6.1c-Recognize and correct inappropriate shifts in pronoun number and person.*L.6.1d-Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2a-Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*L.6.2b-Spell correctly.L.6.3a-Vary sentence patterns for meaning, reader/ listener interest, and style.*L.6.3b-Maintain consistency in style and tone.*W.6.2-Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.6.3-Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.W.6.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.6.5-With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)W.6.6-Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.W.6.7-Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.W.6.8-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.W.6.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.2a-Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.6.2b-Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2c-Use appropriate transitions to clarify the relationships among ideas and concepts.W.6.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.6.2e-Establish and maintain a formal style.

topic and present causes and effects in a logical order

use specific words

rewrite long, confusing sentences

Use subject and object pronouns correctly

Use domain-specific vocabulary

Use strong facts and details

object pronouns

domain specific vocabulary

using a Spider Map, Cause-Effect Chart, or Fact Web

Dangling Modifiers

Direct Objects

Subject and Object Pronouns

Irregular Verbs

Concrete Details

Prepositional Phrases

Interjections

Spelling Units

Standards Essential QuestionsAssessments Skills Content Lessons Resources

L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

What is the importance of

Lesson 31 4/13/2015 spell words that have been

Lesson 31 Words from


Spelling word list

L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.2b-Spell correctly.L.6.4a-Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.4b-Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.L.6.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

spelling?

How does the origin of the word effect the way it is spelled?

Lesson 32 4/20/2015

Lesson 33 4/27/2015

borrowed from other languages

spell words with both Greek and Latin word roots

Other Languages Lesson 32 Greek Word Parts Lesson 33 Latin Word Roots

Spelling Notebooks

Activity sheets

Descriptive Writing

Standards Essential QuestionsAssessments Skills Content Lessons Resources

L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.1a-Ensure that pronouns are in the proper case (subjective, objective, possessive).L.6.1b-Use intensive pronouns (e.g., myself, ourselves).L.6.1c-Recognize and correct inappropriate shifts in pronoun number and person.*L.6.1d-Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2a-Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*L.6.2b-Spell correctly.L.6.3a-Vary sentence patterns for meaning, reader/ listener interest, and style.*L.6.3b-Maintain consistency in style and tone.*W.6.2-Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.6.3-Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.W.6.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.6.5-With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)W.6.6-Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding

What is a Descriptive Essay?

What is an Observation Report

What is a Descriptive Article?

Descriptive Essay 4/30/2015

Observation Report 4/30/2015

Descriptive Article 4/30/2015

Use vivid imagery to help the reader visualize the picture?

Use appositives, predicate nouns, and predicate adjectives

Maintain consistency in style and tone

Use apostrophes correctly in possessive nouns and contractions

Use first-person point of view

imagery and figurative language

first-person point of view

appositives, predicate nouns and adjectives

possessive nouns and contractions

Analyze a Descriptive Model Essay

Analyzing Descriptive Writing Rubric

Prewrite using a Spider Map, Sequence Chain, Five Senses Chart, or Web

Predicate Noun & Adjectives

Appositives

Brackets & Dashes

Frequently Confused Words

The Perfect Tense

Present, Past, Future Tense

Comparative & Superlative

Textbook

writing materials (pencil, pen, paper, editing marks sheet, rubric)

PowerPoint presentations and ActivInspire flipcharts

skills to type a minimum of three pages in a single sitting.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.2a-Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.6.2b-Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.6.3a-Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.W.6.3d-Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Adjectives

Spelling Units

Standards Essential Questions AssessmentsSkills Content LessonsResources

L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2b-Spell correctly.L.6.4a-Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.4b-Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.L.6.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).


How can one tell if the letters are part of the root word or are actually an added affix?

What strategy can be used to ensure the correct spelling of the word is used to portray the right meaning?

Lesson 34 5/11/2015

Lesson 35 5/18/2015

spell words with absorbed prefixes

spell words that are often confused

Lesson 34 Absorbed Prefixes Lesson 35 Words Often Confused


Spelling word list

Spelling notebook

Activity sheets

Descriptive Writing

Standards Essential Questions AssessmentsSkills Content Lessons Resources

L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking,

What is a Descriptive Essay?

What is an Observation Report

Descriptive Essay 5/1/2015

Observation Report 5/1/2015

Use vivid imagery to help the reader visualize the picture?

imagery and figurative language

first-person point of view

Analyze a Descriptive Model Essay

Analyzing

Textbook

writing materials (pencil, pen,

reading, or listening.L.6.1a-Ensure that pronouns are in the proper case (subjective, objective, possessive).L.6.1b-Use intensive pronouns (e.g., myself, ourselves).L.6.1c-Recognize and correct inappropriate shifts in pronoun number and person.*L.6.1d-Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2a-Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*L.6.2b-Spell correctly.L.6.3a-Vary sentence patterns for meaning, reader/ listener interest, and style.*L.6.3b-Maintain consistency in style and tone.*W.6.2-Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.6.3-Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.W.6.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.6.5-With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)W.6.6-Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.2a-Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.6.2b-Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.6.3a-Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.W.6.3d-Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

What is a Descriptive Article?

Descriptive Article 5/1/2015

Use appositives, predicate nouns, and predicate adjectives

Maintain consistency in style and tone

Use apostrophes correctly in possessive nouns and contractions

Use first-person point of view

appositives, predicate nouns and adjectives

possessive nouns and contractions

Descriptive Writing Rubric

Prewrite using a Spider Map, Sequence Chain, Five Senses Chart, or Web

Predicate Noun & Adjectives

Appositives

Brackets & Dashes

Frequently Confused Words

The Perfect Tense

Present, Past, Future Tense

Comparative & Superlative Adjectives

paper, editing marks sheet, rubric)

PowerPoint presentations and ActivInspire flipcharts

web viewteacher: core language arts grade 6 . year: 2014-15 course: language arts grade 6 . month:...

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